Education and Politics · Policy and Practice

The irrational rationality of educational policy making

  In a recent speech launching the Education white paper, Nicky Morgan said: We have not only the best qualified workforce in history, but also a workforce that is increasingly focused on constant self-improvement, that is driven by the evidence and which like other professions is breaking new boundaries, sharing what works, challenging one another and… Continue reading The irrational rationality of educational policy making

Education and Politics · Philosophy of education · Progressivism

On the epistemic fallacy: a response to Tim and Martin:

I thought I would write a reply to two great blogs one by Martin Robinson and a second by Tim Taylor. Both great bloggers. I am conscious of reducing their respective opinions to one blog, which would be unfair so this is really just a contribution to the debate on the basis that their views are… Continue reading On the epistemic fallacy: a response to Tim and Martin:

Education and Culture · Education and Politics · OFSTED · Philosophy of education · Policy and Practice

Social objects, Space-time and Quirks in Educational policy making

In 1906, Albert Einstein announced his special theory of relativity. Soon after, Hermann Minkowski, his former college teacher in mathematics,  developed a new schema for thinking about space and time: Space-time does not evolve, it simply exists. When we examine a particular object from the stand point of its space-time representation, every particle is located… Continue reading Social objects, Space-time and Quirks in Educational policy making

Education and Politics · Philosophy of education · Progressivism · Research · Traditionalism

On non-cognitive skills and the “no position” position

I was interested over the Christmas period to follow, and engage with, the debate about the Progressive-Neo-Traditionalist dichotomy. I have also read some critiques of the dichotomy like this one by Stephen Tierney. It seemed to me that this particular blog conforms to the “no position” position. This usually entails a critique of the dichotomy before suggesting… Continue reading On non-cognitive skills and the “no position” position

Assessment For Learning · Education and Politics · OFSTED · Policy and Practice · Teaching and Learning

On feedback in education: norm circles and evidence proxies

I’ve been thinking about feedback. More specifically how do you know whether it is any good or not? Despite the research I’m not convinced that feedback is a good thing per se. Good feedback is a good thing, bad feedback isn’t. Unfortunately, feedback has become a virtue as a “thing in itself”. I’m not convinced… Continue reading On feedback in education: norm circles and evidence proxies

Education and Politics · OFSTED · Philosophy of education · Policy and Practice · Progressivism

On the value of ideas and the search for causality in the classroom

Can an idea be “real” like a light bulb or a torch? Does the text of a book contain something more than just symbols on a page? Do ideas have a causal effect measurable by empirical science? I was pondering these questions whilst watching the world pour opprobrium on Donald Trump’s comments about Muslims. Few… Continue reading On the value of ideas and the search for causality in the classroom

Education and Politics · Research

The question posed was “are all classrooms unique?”

The question posed was “are all classrooms unique?” They are but not every aspect of a classroom is unique. The classroom is a microcosm of the social world. So what is unique? The individual students are unique. They have agency and a unique psycho-biography. On the other hand individual students also have dispositions conditioned by society.… Continue reading The question posed was “are all classrooms unique?”